How to explain the strategy of Generating and Testing Hypothesis?
Lots of students in classrooms today have trouble understanding how things happen. It's not just in Science classes. It occurs in English classes, Math classes & sometimes even in History classes. The student's biggest difficulty comes from figuring out how you can get from Point A to Point B. Now admittedly, some might think of it as "Cause & Effect" and it would be a good way of looking at it. Though some students still have issues with figuring out the parts in between.Generating and testing hypotheses is an effective research-based strategy, which can be integrated into lesson plans, and school-based interventions. This learning strategy can be utilized by engaging students in projects related to identified problem(s) and intervention’s goal(s) through: Problem solving tasks, Decision making tasks, Investigation tasks, Experimental inquiry tasks, systems analysis tasks, & Invention tasks. How can you define Generating and Testing Hypothesis?
The official definition from Classroom Instruction That Works for Generating and Testing Hypothesis states that it's a technique in which students have take previously learned information or information that they have started to understand and use it to better understand newer and more relevant information on the subject they are studying. The end result being that students can take one event and infer what will happen next. Which makes it a brilliant idea for History, Science and English classes. How can students use this strategy in any of their classes?
There are a number of ways that students can use this particular strategy. They can set goals for themselves & they can also figure out the answer to answer questions that involve critical thinking. But according to CITW, the best way to utilize this learning strategy is to examine the available information in order to determine the end result for the particular situation. This is possibly best to use in English classes when discussing a chapter in a book that is being discussed. The reason being, if you can understand the definitive moment in a chapter, such as an argument between two characters. Then you can easily guess as to what the end result will be. Are there any important steps a student needs to take when Generating a hypothesis?
There are in fact 3 important steps that need to be taken in order to generate a workable hypothesis. You need to have a clear understanding of what has taken place. Then you need to have all the background information surrounding what has happened. And finally you must have an argument prepared to prove how your hypothesis will be proven right. How can teachers use this strategy?
The best way for teachers to utilize this particular learning strategy is pairing students up into groups, between 2-3 is probably best. The smaller the group the better the chance of there being no confusion. Then the students should all be given certain bits of information that apply to the problem, the students then organize the bits in order so that the information is clear to them. That way when it comes time to answer the question, they won't be second-guessing themselves and worried about any mistakes. This also makes a great way for the students to get along and meet new people. How can students use this strategy?
According to Marzano & CITW, the best way for students to succeed using this strategy is by checking to make sure they have copied down all the available information, so that they can make an educated hypothesis, no piece of information is irrelevant. Then the student should take the information and apply it to the problem, thereby making a hypothesis that is both well-thought out and difficult to refute. How would a student be able to generate & test a hypothesis in their English class?
The best way for them to know, is to wait for the story to reach the pivotal moment, or the climax. Then the student should go back and look over any and all notes they took involving the characters, or the events that lead up to this moment. And finally the student should plot out the character's resolution to the situation that they are presented with. The picture below can be used for both the story and the characters involved in the climactic event. How can an English teacher help their class use this strategy?
The teacher would be best suited to hand out a worksheet that the students can use to fill in all the relative information regarding the events of a story as well as the characters themselves. Then the teacher should go over the information that the students have put into the boxes to make sure that everyone is up to date and is not confused or mistaken. Then the students should present their findings and explain their hypothesis to the class so as to show that they understand everything that is going on. How can a Science Teacher be sure their class has created a workable hypothesis?
The best way for a Science teacher to know that, is handing the students a scientific method worksheet. And then having them share their hypothesis with at least 3 students and the teacher. This way, the students can be sure to recheck the information they have available, as well as their sources. Also, it'll help them with the actual experiment in the long-run.
Works Cited:
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Print.
How to explain the strategy of Generating and Testing Hypothesis?
Lots of students in classrooms today have trouble understanding how things happen. It's not just in Science classes. It occurs in English classes, Math classes & sometimes even in History classes. The student's biggest difficulty comes from figuring out how you can get from Point A to Point B. Now admittedly, some might think of it as "Cause & Effect" and it would be a good way of looking at it. Though some students still have issues with figuring out the parts in between.Generating and testing hypotheses is an effective research-based strategy, which can be integrated into lesson plans, and school-based interventions. This learning strategy can be utilized by engaging students in projects related to identified problem(s) and intervention’s goal(s) through: Problem solving tasks, Decision making tasks, Investigation tasks, Experimental inquiry tasks, systems analysis tasks, & Invention tasks.
How can you define Generating and Testing Hypothesis?
The official definition from Classroom Instruction That Works for Generating and Testing Hypothesis states that it's a technique in which students have take previously learned information or information that they have started to understand and use it to better understand newer and more relevant information on the subject they are studying. The end result being that students can take one event and infer what will happen next. Which makes it a brilliant idea for History, Science and English classes.
How can students use this strategy in any of their classes?
There are a number of ways that students can use this particular strategy. They can set goals for themselves & they can also figure out the answer to answer questions that involve critical thinking. But according to CITW, the best way to utilize this learning strategy is to examine the available information in order to determine the end result for the particular situation. This is possibly best to use in English classes when discussing a chapter in a book that is being discussed. The reason being, if you can understand the definitive moment in a chapter, such as an argument between two characters. Then you can easily guess as to what the end result will be.
Are there any important steps a student needs to take when Generating a hypothesis?
There are in fact 3 important steps that need to be taken in order to generate a workable hypothesis. You need to have a clear understanding of what has taken place. Then you need to have all the background information surrounding what has happened. And finally you must have an argument prepared to prove how your hypothesis will be proven right.
How can teachers use this strategy?
The best way for teachers to utilize this particular learning strategy is pairing students up into groups, between 2-3 is probably best. The smaller the group the better the chance of there being no confusion. Then the students should all be given certain bits of information that apply to the problem, the students then organize the bits in order so that the information is clear to them. That way when it comes time to answer the question, they won't be second-guessing themselves and worried about any mistakes. This also makes a great way for the students to get along and meet new people.
How can students use this strategy?
According to Marzano & CITW, the best way for students to succeed using this strategy is by checking to make sure they have copied down all the available information, so that they can make an educated hypothesis, no piece of information is irrelevant. Then the student should take the information and apply it to the problem, thereby making a hypothesis that is both well-thought out and difficult to refute.
How would a student be able to generate & test a hypothesis in their English class?
The best way for them to know, is to wait for the story to reach the pivotal moment, or the climax. Then the student should go back and look over any and all notes they took involving the characters, or the events that lead up to this moment. And finally the student should plot out the character's resolution to the situation that they are presented with. The picture below can be used for both the story and the characters involved in the climactic event.
How can an English teacher help their class use this strategy?
The teacher would be best suited to hand out a worksheet that the students can use to fill in all the relative information regarding the events of a story as well as the characters themselves. Then the teacher should go over the information that the students have put into the boxes to make sure that everyone is up to date and is not confused or mistaken. Then the students should present their findings and explain their hypothesis to the class so as to show that they understand everything that is going on.
How can a Science Teacher be sure their class has created a workable hypothesis?
The best way for a Science teacher to know that, is handing the students a scientific method worksheet. And then having them share their hypothesis with at least 3 students and the teacher. This way, the students can be sure to recheck the information they have available, as well as their sources. Also, it'll help them with the actual experiment in the long-run.
Works Cited:
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Print.